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Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 3

Unit 7: Wondering/Questioning (Expository Nonfiction3 Weeks

Students should understand and be able to:Comprehension Focus

Students use wondering/questioning to make sense of nonfiction texts. Students use schema to make sense of nonfiction texts. Students identify what they learn from articles. Students read independently.

Social Development Focus Students analyze why it is important to be caring and respectful. Students take responsibility for their learning and behavior. Students develop the group skill of asking clarifying questions.

Mentor Texts Flashy Fantastic Rain Forest Frogs What Is a Bat? “Why Do Animals Play?” “Feeling the Heat” “Banning Tag”

Making MeaningWeek 1

Day 1: Read-aloud – Flashy Fantastic Rain Forest Frogs

Introduce asking clarifying questions

Introduce and read the story aloud

Discuss the reading and “I Wonder” statements

Discuss clarifying questions

IDR: Review previewing text before reading/Read independently

Day 2: Read-aloud

Review asking clarifying questions

Review the first reading of the story

Read aloud Discuss the reading and

“I Wonder” statements Discuss partner work IDR: Document IDR

conferences

Day 3: Guided Strategy Practice

Review the read-aloud Read the last part of the

book aloud Reread and write “I

Wonder’ statements Discuss the reading IDR: Read and wonder Extension: Read more

about rain forests

Assessment: identify what they learned, “I wonder” statements

Day 4: Independent Strategy Practice

Review the week Model and practice

wondering before reading

Read independently and share with a partner

Discuss as a whole class Discuss how partners

worked together

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRI.3.1 Ask and answer questions to demonstrate understanding of a text,

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.10 By the end of the year, read and comprehend informational texts, including

support the main idea.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and

about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic,SL.3.1d Explain their own ideas and understanding in light of the discussion.

understanding of the text (e.g., where, when, why, and how key events occur).RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material;

care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.

Making Meaning VocabularyWeek 19

Vocabulary Words: graceful, spectacular, original, achieve, challenge, determinationWord-learning Strategy: Using the suffix –ful to determine word meaningsDay 1 Introduce and define

new words Review the suffix –ful Vocabulary activities

More Strategy Practice: Review the suffix –ful

Day 2 Review words Vocabulary

activities

Day 3 Introduce and

define new words Discuss the words Vocabulary

activities

Day 4 Review words Answer questions

about the words

Day 5 –Ongoing Review

Display word cards and review the words

Act out the words

Common Core State StandardsL.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including



L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those

relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a

those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a

that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.


Day 1: Read-aloud/Strategy Practice – What Is a Bat?

Get ready to work together Introduce the story and

read aloud Review “Stop and Ask

Questions” Discuss the reading and

questions IDR: Review the “Reading

Comprehension Strategies” chart

Extension: Read more from What Is a Bat?

Day 2: Read-aloud/Strategy Practice

Review questioning Read aloud with “Stop

and Ask Questions” Discuss the reading and

questions IDR: Document IDR

conferences Extension: Distinguish

between facts and opinions

Day 3: Guided Strategy Practice

Review what the students learned about bats

Reread and write questions

Discuss the reading and questions

IDR: Document IDR conferences/have students write about what they learned and wonder

Extension: Read more from What is a Bat?

Assessment: write relevant questions about excerpt,


Review the week Review “Stop and Ask

Questions” with independent reading

Model “Stop and Ask Questions”

Read independently Discuss students’

questions Reflect on working

together Extension: Practice in

content area reading

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate

text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check

reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3 Describe the relationship between a series

reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend

understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for

ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: flashy, fantastic, diverse, avoid, deadly, threatenedWord-learning Strategies: Recognizing words with multiple meanings, Using knowledge of compound words to determine word meaningsDay 1 Introduce and define

new words Talk about the words

More Strategy Practice: Discuss another meaning of the words

Day 2 Review words Tell a story

Day 3 Introduce and

define new words Discuss the words

More Strategy Practice: Discuss compound words


activities

Day 5 – Ongoing Review


Play “Which Word Am I?”

Assessment: comprehension of word meanings, challenging words, using words during informal conversations

Individual Vocabulary Progress Assessment: Word Check 5 (BLM5)

Student Self-Assessment: (BLM7)

Common Core State StandardsL.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the



in a text relevant to a grade 3 topic or subject area.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light

meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of

effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

of the discussion. care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

the discussion.


Day 1: Read-aloud/Strategy Practice – “Why Do Animals Play?”

Get ready to work together Introduce the article and

read aloud with “Stop and Ask Questions”

Discuss the reading and questions

IDR: Review and practice self-monitoring with articles and other expository nonfiction

Day 2: Read-aloud/Strategy Practice – “Feeling the Heat”

Get ready to work together

Introduce the article and read aloud with “Stop and Ask Questions”

Reread the article and discuss

Reflect on partner work IDR: Practice self-

monitoring Extension: Read more

about the effects of global warming on polar bears

Assessment: generate questions about what they

Day 3: Read-aloud/Strategy Practice – “Banning Tag”

Explain asking questions before reading

Introduce and read the article aloud

Partners reread the article and answer their questions

Discuss as a whole classDiscuss how partners

worked togetherIDR: Have students read for

information/Document IDR conferences


Review the week Review “Stop and Ask

Questions” with independent reading

Read independently Discuss students’

questions Reflect on working

together Extension: Continue to

practice asking questions in content-area reading

Individual Comprehension Assessment: wondering/questioning

Social Skills Assessment:

read, make sense of expository nonfiction articles

social development

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.

others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

details and explain how they support the main idea.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing

diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: identify, predator, prey, skillful, dim, availableWord-learning Strategies: Using the suffix –ful to determine word meanings, Recognizing words with multiple meanings, Using the prefix un- to determine word meanings, Recognizing antonymsDay 1 Introduce and define

new words Discuss the words Vocabulary activities


activities

Day 3 Introduce and define

new words Review the suffix ful Discuss the words Vocabulary activities Discuss multiple

meanings of the words

More Strategy Practice: Review the prefix un-


activities

Day 5 – Ongoing Review


Play “Which Word Am I?

Common Core State Standards L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b Determine the meaning of the new word



academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others'

appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow

formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for

appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for

ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Prepare a chart with the title “Questions to Help Me Understand My Partner.” Prepare a chart with the title “Things We Wonder About Flashy Fantastic Rain Forest Frogs.” Select an expository book and prepare to model wondering. Prepare a chart with the title “Questions About Bats.” Select an expository book and prepare to model “Stop and Ask Questions” with independent reading. Prepare a chart with the title “Questions About ‘Why Do Animals Play?’” Prepare a chart with the title “Questions About ‘Feeling the Heat.’” Prepare a chart with the title “Questions About ‘Banning Tag’” Make copies of the Unit 7 Parent Letter (BLM21) to send home at the end of the unit.

Making Meaning Vocabulary Review More Strategy Practice on pp. 356-357, 377, 385, and 402 Write sentences for “Find Another Word” on the board. Collect and use the following word cards throughout the unit: 59, 71, 72, 76, 79, 80, 81, 83, 85, 89, 90, 94, 101, 112, and 113

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literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/PG Grade... · Web viewCurricular Plan for Making Meaning and Making ... Students analyze why it is important